I understand Dave’s response. I can see that he is coming from the same place as I am in concerns about balancing depth and breadth in online courses, i.e. the practicalities of knowing how to manage the breadth of information we are exposed to on an open online course and knowing where to focus. This is a common concern. For example in her blog post Linn – talks about trying to avoid being ‘overfed’. Others have talked about feeling overwhelmed as George has noted – in his Moodle forum post (Making sense of (in?) abundance – in the General Discussion Forum). These feelings are very common, so is the depth versus breadth problem an illusion as Stephen claims?
To quote Stephen in full – he writes:
It occurs to me that the depth versus breadth problem is an illusion. One person’s breadth is another person’s depth. It’s an artifact of how we divide the world. If we divide it by discipline – computer science, physics, art – depth looks like one thing. But if you divide it by function – saving lives, educating children, building bridges – depth looks like something very different.
My experience with thinking about depth versus breadth has always been in terms of the ‘overload’ problem discussed above and ‘recognised’ by Dave. This is a real problem so in that sense is not an illusion – it is something experienced by many learners and something that many teachers think about in trying to select a curriculum for their learners – and it has become more of a problem now that we have so much ready information and networks at our finger tips. How do we know where to focus? This ability to filter, select and focus is a critical literacy skill that will be important to develop. This was discussed in the Critical Literacies course and Matthias and I have also discussed it in relation to e-resonance.
But Stephen’s point gives us a different perspective which is also very relevant to the networked world. I think my own experience of looking for depth has been in going deeper into a given discipline – but I can now see that the links/connections that you can make as a result of being part of a large learning network can also enable a depth of knowledge and understanding that might not be achievable through a single discipline.
This reminds me that Etienne Wenger often talks of the value of learning that takes place at the boundaries of communities of practice – i.e. where there is overlap between different communities. Paul Lowe has also made reference to Etienne Wenger in his blog post – The PLE as a roadmap of the landscape of practice. I can see links between these ideas and those related to balancing breadth and depth in learning.
I can also see that in this age of PLEs, PLNs and networked learning it will be important to be able to gain depth of knowledge and understanding both through digging deeper into a given discipline and through being able to exploit the diversity and breadth of our networks. But the question still remains of how best to keep this breadth and depth in balance and avoid losing out on both counts through an inability to manage information overload.